Problems for problem-based learning: a comparative study of documents

Area of Science:

• Medical Education
• Curriculum Development

Background:

• Problem-based learning (PBL) represents a significant innovation in medical education over the last two decades.
• Effective implementation of PBL relies heavily on the design and selection of health problems within the curriculum.

Purpose of the Study:

• To examine the design and implementation of health problems in problem-based medical curricula.
• To identify commonalities and variations in health problem design across different PBL schools.
• To propose a framework for developing and revising PBL curricula.

Main Methods:

• Systematic content analysis of curriculum documents from three problem-based medical schools.
• Analysis included identification of units, categorization, sampling, data analysis, and interpretation.
• Comparative study to reveal common areas and differences in curriculum organization and problem selection.

Main Results:

• Commonalities were found in curriculum organization, problem staging, selection criteria, and early-stage basic concepts.
• Approximately one-third of health problems were similar across the compared schools.
• Significant variation existed in the sequencing of organ systems and specific health problems.

Conclusions:

• A three-stage framework for problem-based curriculum development is proposed, identifying essential concepts for the initial stage.
• Criteria for balanced problem selection and design features influencing health problem quality have been identified.
• Findings offer valuable guidance for institutions developing or revising problem-based medical curricula.